Spiritual Modeling Self-Efficacy (SMSE)

 

Scale name: Spiritual Modeling Self-Efficacy (SMSE)

Scale overview: The Spiritual Modeling Self-Efficacy scale is a 10-item self-report measure of a person’s ability to learn from spiritual models.

The scale is based on Bandura’s social learning theory. People learn best from models when they perceive they have the capacity to do what the model does (self-efficacy).

 Read more about self-efficacy.

Authors: Doug Oman et al. (See reference article below.)

Response Type: Respondents were instructed to rate each item on a scale from 0 (cannot do at all) to 100 (certain can do) representing the degree of certainty that they could perform the action described in each item.

Sample items

1. Identify persons in my family or community who, at least in some

respects, offer good spiritual examples for me

3. Be aware almost daily of the spiritual actions and attitudes of people in my

family and community who are good spiritual examples

 

Subscales = 2

SMSE-C five items refer to community models

SMSE-P five items refer to prominent models

 

Reliability: 7-week test-retest reliability was .83 in Oman et al. (2009).

Validity: The authors report evidence of construct, divergent, and convergent validity in the article.

 

Availability: The items can be found in Table 1 on page 283 of the article.

Permissions -- if identified

Contact author:  Doug Oman, School of Public Health, 50 University Hall #7360, University of California, Berkeley, CA 94971-7360.

E-mail: dougoman@post.harvard.edu

Reference for the scale

 Oman, D., Thoresen, C. E., Park, C. L., Shaver, P. R., Hood, R. W., & Plante, T. G. (2012). Spiritual modeling self-efficacy. Psychology of Religion and Spirituality, 4(4), 278–297. https://doi.org/10.1037/a0027941

Additional related reference

Oman, D., Thoresen, C. E., Park, C. L., Shaver, P. R., Hood, R. W., & Plante, T. G.  2009). How does one become spiritual? The Spiritual Modeling Inventory of Life Environments (SMILE). Mental Health, Religion & Culture, 12, 427–456. doi: 10.1080/13674670902758257

 

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Test Resource Link:  A – Z Test Index

 

More Self-Efficacy Scales

Academic Self-Efficacy Scale >>    ASE

Mathematics Self-Efficacy and Anxiety Scale >>     MSEAQ

Self-Efficacy Scale (General) >>    SES

Reading Self-Efficacy scales >>    RSES

 

 

 

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Reading Self-Efficacy Scales

 

Scale name:  Reading Self-Efficacy Scales

 

Scale overview: The Reading Self-Efficacy Scales (RSES) measure eight beliefs of students’ capacity to read in a culturally familiar context.

Authors: Heather M. Kelley et al.

Response Type: Students used an 11-point numbered scale (0 to 10) to rate their beliefs about reading. Each of five phrases are linked to more than one number. The five phrases are: Not sure, A Little Sure, Kind of Sure, Sure, Really Sure.

Sample items

When you read in your English Language Arts class, how sure are you that you could successfully …

Identify the main idea of a story.

Identify the place where a story happened.

Scale note: The wording of the scales was similar but modified depending on one of three tasks: General reading (GR), Culturally familiar (CF), Culturally unfamiliar (CU).

Reliability: Internally consistency was measured with Cronbach’s alpha for each scale: GR = .85, CF = .90, CU = .70 (rounded).

Validity: The scale items were developed based on state objectives and benchmarks.

Availability: The full set of items are available in the PsycTESTS reference and in the appendixes to the research article.

Permissions:

The corresponding author is Heather Kelley hkelley@valdosta.edu

The publisher is Routledge Taylor & Francis Group

  Read more about self-efficacy.

Reference for the scales

Kelley, H. M., Siwatu, K. O., Tost, J. R., & Martinez, J. (2015). Reading Self-Efficacy Scales. PsycTESTS. https://doi.org/10.1037/t48033-000

Kelley, H. M., Siwatu, K. O., Tost, J. R., & Martinez, J. (2015). Culturally familiar tasks on reading performance and self-efficacy of culturally and linguistically diverse students. Educational Psychology in Practice, 31(3), 293–313. https://doi.org/10.1080/02667363.2015.1033616

 

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Test Resource Link:  A – Z Test Index

 

Related Self-Efficacy Scales

Academic Self-Efficacy Scale >> ASE

 Mathematics Self-Efficacy and Anxiety Scale >>  MSEAQ

 Self-Efficacy Scale (General) >> SES

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The Diet Self-Efficacy Scale (DIET-SE)

 

Scale name: The Diet Self Efficacy Scale (DIET-SE)

Scale overview: The Diet Self-Efficacy Scale (DIET-SE) is an 11-item self-report measure. Respondents rate their degree of confidence in managing eating situations.

Authors: Stich et al. (see reference below)

Response Type: A 5-point Likert Type rating of confidence

0 = Not at all

1 = A little confident

2 = Moderately confident

3 = Quite confident

4 = Very confident

Sample items

1. You are having dinner with your family and your favorite meal has been prepared. You finish the first helping and someone says, "Why don't you have some more?" How confident are you that you would turn down a second helping?

5. You are invited to someone's house for dinner and your host is an excellent cook. You often overeat because the food tastes so good. How confident are you that you  would not overeat as a dinner guest?

Subscales = 3

HCF = HIGH CALORIC FOOD TEMPTATIONS

SIF = SOCIAL AND INTERNAL FACTORS

NEE = NEGATIVE EMOTIONAL EVENTS

Reliability:

Test-retest correlations for a 2- to 3-week interval were rtt = .83 for the full scale. Subscale results were: HCF .75, SIF .77, NEE .80

Internal consistency values  ranged from alpha  = .82 to .87 for the full measure and for the subscales, alpha values were HCF .70-.77; SIF  .71-79; NEE .75-.79.

See the Stich et al. (2009) reference for details.

Validity:

Construct validity was evaluated by factor analysis, which supported the three subscales. See the article for evidence of convergent and criterion-related validity.

Availability:

The article can be found in various databases. See Table 1 for the items.

Permissions -- if identified

  Read more about self-efficacy.

Reference for the scale

Stich, C., Knäuper, B., & Tint, A. (2009). A scenario-based measure of dieting self-efficacy: The DIET-SE. Assessment, 16, 16-30. See ResearchGate

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Mathematics Self-Efficacy and Anxiety Questionnaire (MSEAQ)

 

Scale name: Mathematics Self-Efficacy and Anxiety Questionnaire (MSEAQ)

Scale overview: The Mathematics Self-Efficacy and Anxiety Questionnaire (MSEAQ) is a 29-item self-report measure of both mathematics self-efficacy and mathematics anxiety.

Author: Diana Kathleen May

Response Type: Items are rated on a 5-point Likert-type scale following a “no response” option:

1 = Never

2 = Seldom

3 = Sometimes

4 = Often

5 = usually

Sample items

1. I feel confident enough to ask questions in my mathematics class.

6. I worry that I will not be able to get a good grade in my mathematics course.

 

Subscales and basic statistics for the MSEAQ

     Self-Efficacy M = 44.11, SD = 10.78, alpha = .93

     Anxiety M = 46.47, SD = 12.61, alpha = .93

     Total Scale M = 90.58, SD = 22.78, alpha = .96

Reliability: See the Cronbach’s alpha levels reported above.

Validity: There were significant positive correlations with similar measures. The results of a Factor Analysis are included in the dissertation.

 

Availability: The scale is in Appendix B of May’s dissertation at the University of Georgia.

https://esploro.libs.uga.edu/esploro/outputs/doctoral/Mathematics-Self-Efficacy-and-Anxiety-Questionnaire/9949333688402959

Permissions- Generally users should contact the author unless permission to use a measure has been stated. Many authors permit free use of measures for the purposes of research and education.

Sharing: Please share this post and blog to others interested in tests and statistics. Thank you.

👉  Read more about self-efficacy.

Reference for the scale

May. (2009). Mathematics Self-Efficacy and Anxiety Questionnaire [University of Georgia]. http://getd.libs.uga.edu/pdfs/may_diana_k_200908_phd.pdf

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👉  Resource Link:  A – Z Test Index

These related scales may be of interest

Abbreviated Math Anxiety Scale    AMAS

Academic Self-Efficacy for Students     ASESS

 Academic Self-Efficacy Scale      ASE

General Self-Efficacy Scale       GSE

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Personal Self-Concept Questionnaire (PSQ)

 

The Personal Self-Concept Questionnaire (PSQ) 

Overview

The Personal Self-Concept Questionnaire (PSQ) measures self-concept based on ratings of 18 items, which are grouped into four categories: Self-fulfilment, autonomy, honesty, and emotional self-concept.

Subscales: The PSQ has four subscales

1. Self-fulfilment

2. Autonomy

3. Honesty

4. Emotional self-concept

 👉 [Read more about Self-Concept and Self-Identity]

The PSQ is a Likert-type scale with five response options ranging from totally disagree to totally agree.

Reliability and Validity

In the first study, coefficient alpha = .85 and in study two, alpha = .83.

Data analysis supported a four-dimensional model (see the four categories above). Positive correlations with other self-concept measures were statistically significant.

Other notes

The authors estimated it took about 10 minutes to complete the PSQ.

Their first study included people ages 12 to 36 (n = 506). In the second study, ages were 15 to 65 (n = 1135).

Availability

The PSQ items can be found in the Goñi et al. (2011) article (see the reference below). The 18-items can be found in Table 1 on page 512. Notice the 4-items eliminated from the 22 item measure used in the first study.

Self-Concept is the focal dimension of S in the SCOPES model of functioning.

Resource Link for more tests and questionnaires:  A – Z Test Index

Related concepts

Self-Identity

Self-Esteem

Self-Efficacy

Read more about Self and Self-Concepts in Psychology

Reference for the PSQ

Goñi, E., Madariaga, J. M., Axpe, I., & Goñi, A. (2011). Structure of the Personal Self-Concept (PSC) Questionnaire. International Journal of Clinical and Health Psychology, 11, 509-522.

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Academic Self-Efficacy Scale for Students

 

High School Students/ Bing images Free to use

The ASESS (Academic Self-Efficacy for Students) is designed to measure students’ opinions about their ability to perform well on academic tasks. 

High scoring students earn better grades and are more persistent compared to low scoring students. Those with high scores also use more effective cognitive strategies, organize their time more efficiently, and are better at self-regulation.

     [Read more about self-efficacy theory.]

Format

The 11-items are rated on a 1 to 5 basis from “No Confidence at all” to “Complete Confidence.”

Instructions

The instructions on the scale ask the students: “How much confidence do you have that you can successfully...”

Sample Items

  1. Finish homework assignments by deadlines?

  8. Remember information presented in class and textbooks?

Availability

When I wrote this post, the scale could be found at this link:  http://academics.ivc.edu/success/Documents/Self%20Regulation%20Assesment.pdf

The scale is reported as an adaptation from Zimmerman et al. (1992) and Chemers et al. (2001).

How to cite this post

Sutton, G. W. (2020, November 16). Academic Self-efficacy Scale for Students. Assessment, Statistics, and Research. Retrieved from https://statistics.suttong.com/2020/11/academic-self-efficacy-scale-for.html 

Related scales:

Academic Self-Efficacy Scale      ASE

General Self-Efficacy Scale       GSE

Mathematics Self-Efficacy and Anxiety Questionnaire      MSEAQ

Resource Link for More Tests:  A – Z Test Index

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Read More about Self-Efficacy and its relationship to Self-Concept

Books about self-efficacy

You Can Learn by Brown & Ferriter

The Role of Global Self-esteem and Academic Self-efficacy in Students' Academic Achievements by Lovell

References

Chemers, M., Hu, L., & Garcia, B. (2001). Academic self-efficacy and first-year college student performance and adjustment. Journal of Educational Psychology, 93(1), 55-64.

Zimmerman, B.J., Bandura, A., & Martinez-Pons, M. (1992). Self-motivation for academic attainment: The role of self-efficacy beliefs and personal goal-setting. American Educational Research Journal, 29, 663-676.

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